Özel eğitimde öz belirleme ve Türkiye

Year 2024, Volume: 14 Issue: 4, 2272 - 2288

Ali Kaya

https://doi.org/10.30783/nevsosbilen.1509842

Abstract

Günümüz dünyasında tüm insanların kendi yaşamları üzerinde karar verme hakkına sahip olması en doğal gerçeklerden biridir. Elbette bütün insanlar aynı değildir ve her insanın bireysel farklılıkları olduğu gibi bazı insanların da özel gereksinimleri vardır. Zihin ve gelişimsel yetersizlikleri olan bireyler de öz belirleme haklarına tıpkı diğer insanlar gibi sahip olabilmelidir. Öz belirleme, bireyin kendi yaşamında birincil etken olarak hareket etmesi, yaşam kalitesine ilişkin seçim ve kararları gereksiz dış etki veya müdahalelerden uzak bir şekilde almasıdır. Amerika Birleşik Devletlerinde son 30 yıldır zihin ve gelişimsel yetersizliği olan bireylerle öz belirleme becerileri yoğun olarak çalışılmaktadır ve öz belirleme, engellilik bağlamında güçlü yönlere dayalı bir odağın geliştirildiği ilk yapılardan biridir. Türkiye’de ise hem zihin ve gelişimsel yetersizliği olan öğrencilerin eğitimleri hem de onlara eğitim verecek özel eğitim öğretmenlerinin eğitim programlarında öz belirleme konusu ve ilgili alt beceriler son derece sınırlı yer almaktadır. Özellikle yetişkinliğe geçiş ve yetişkinlik dönemlerinde zihin yetersizliği olan öğrencileri öz belirleme alanında destekleyecek bir içerik, program, model ya da kaynak bulunmamaktadır. Buradan yola çıkılarak bu çalışmanın amacı; öz belirleme kavramının ve bu kavramın dünyada gelişiminin açıklanması, Türkiye’de yapılan çalışmalarının ortaya konması ve Türkiye için öneriler geliştirilmesine katkı sunmaktır.

Keywords

Öz belirleme, gelişimsel yetersizlik, zihin yetersizliği, özel eğitim, Türkiye.

Supporting Institution

TÜBİTAK

Project Number

1059B192302021

Self-determination in special education and Türkiye

Abstract

In the contemporary era, it is an irrefutable fact that all individuals possess the inherent right to make decisions regarding their own lives. It is, therefore, imperative to recognize that not all individuals are identical, and that some may require special considerations due to their unique circumstances. Individuals with intellectual and developmental disabilities must be afforded the same right to self-determination as any other individual. Self-determination is the capacity to act as the primary agent in one's own life, making choices and decisions about the quality of one's life free from unnecessary external influence or interference. In the United States, self-determination skills have been intensively studied with individuals with intellectual and developmental disabilities for the last 30 years, and self-determination is one of the first constructs to develop a strengths-based focus in the context of disability. In contrast, in Türkiye, the topic of self-determination and related sub-skills are notably absent in both the education of students with intellectual and developmental disabilities and the training programs of special education teachers who will teach them. There is no content, program, model, or resource to support students with intellectual disabilities in the field of self-determination, especially during the transition to adulthood and adulthood. In light of the aforementioned, the objective of this study is to elucidate the concept of self-determination and its evolution globally, to elucidate the existing studies conducted in Türkiye, and to contribute to the formulation of recommendations for Türkiye.

Keywords

Self-determination, developmental disability, intellectual disability, special education, Türkiye.

Project Number

1059B192302021

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